Graduate Course Schedule - Bank Street Graduate School of Education

Fall 2025

September 03, 2025—December 22, 2025

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

Religious Observance: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.

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Education Courses: Dual Language/Bilingual Teacher Ed, General Teacher Ed, and Special Ed

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC500-1	Child Development	3	Ludmila de Amorim Paquete da Costa	TH 4:45-6:45 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC500-2	Child Development	3	Staff TBD	TH 4:45-6:45 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	Elizabeth Silva	T 4:45-6:45 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC510-1	Curriculum in Early Childhood Education (Grades N – 3)	3	Abigail Kerlin	T 4:45-6:45 PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-1	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	Staff TBD	T 7:00-9:00 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC520-1	Educating Infants and Toddlers: Programs and Activities	3	Staff TBD	W 7:00-9:00 PM
Graduate students will explore aspects of the infant/ toddler curriculum through the framework of the developmental interaction approach, which uses relationship-based care to promote healthy social and emotional well-being. A major focus of the course is infant/toddler play and the adult’s role in reflecting on, supporting, and fostering play. Participants will learn to design curriculum that integrates language and literacy development; art and music; the use of expressive materials; and experiences that promote scientific and mathematical thinking. The course will prepare graduate students to critically examine the parameters of noteworthy programs for typically developing infants and toddlers as well as those with developmental variations and exposure to toxic stress. Graduate students will critique various local, national, and international exemplary and evidence-based approaches and programs. In order to concretize real-life issues, the course will include exploration of programs that serve diverse populations such as Early Intervention and Early Head Start. An overview of the early intervention law (Part C of IDEA) is included.
EDUC530-1	Foundations of Modern Education	3	Staff TBD	TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-1	Science for Teachers (Grades N – 6)	2	Robert Wallace	T 4:45-6:45 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC561-1	Linguistics: Implications for Teachers	1	Staff TBD	M 7:00-9:05 PM	9/8, 9/15, 9/29, 10/6, 10/20, 10/27
This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
This course will meet concurrently with TESL561L on the dates listed.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Staff TBD	W 7:00-9:00 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	Mollie Welsh Kruger	M 4:45-6:45 PM
This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
EDUC568-1	Teaching Literacy in the Upper Elementary Grades	3	Clio Bodie	TH 7:00-9:00 PM
This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading, and writing. Through the experiences in this course, participants will gain a deeper understanding of the interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
Class on 10/23 will be asynchronous. Your instructor will share more during Session 1.
EDUC590-1	Arts Workshop for Teachers (Grades N – 6)	2	Mariana Swick	M 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Class on 11/17 will be asynchronous. Your instructor will share more during Session 1.
EDUC613-1	Understanding and Working with Families of Infants and Toddlers	2	Yasmin Dorrian	M 4:45-6:45 PM
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health. A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
EDUC802-1	The World of Toddlers and Twos: The Second and Third Years of Life	3	Marjorie Brickley	T 4:45-6:45 PM
This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains. Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
Prerequisite for EDUC 802: EDUC 500 or EDUC 800
EDUC803-1	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Sean O'Shea	TH 4:45-6:45 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC823-1	Play Techniques for Early Childhood Settings	1	Deborah Vilas	T 7:00-9:05 PM	9/9, 9/16, 9/30, 10/7, 10/21, 10/28
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC863-1	Collaboration and Differentiation in the Instruction of Children with Disabilities	3	Kristen Kaelin	TH 7:00-9:00 PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC869-1	Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)	2	Soyoung Park	T 4:45-6:45 PM
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-1	The Teaching of English as a New Language	3	Cristian Solorza	Day & Time TBD
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
This course will run concurrently with TESL660L.
EDUC894-1	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Rae Leeper	TH 4:45-6:45 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC930-1	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
EDUC930A-1A	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
This section is for students enrolled in the ECAS program only. The sessions on 9/10, 10/8, 11/4, 12/10 will meet online.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC932-1	Supervised Fieldwork/Advisement	3		Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934.
This course will meet every other week, beginning the first week of the semester.
EDUC9341F-1F	Supervised Fieldwork/Advisement Part 1	3		Staff TBD	W 5:00-7:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is the second semester of a four-part supervised fieldwork. EDUC9322F is part three. For Teaching Fellows students only.
This section is for students in C39 only.
EDUC9343F-1F	Supervised Fieldwork/Advisement Part 3	3		Staff TBD	W 5:00-7:00 PM
This section is for students in C38 only.
EDUC937-1	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC943-1	Teaching Literacy Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.
EDUC950CR-1CR	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC994-1	Extended Field Experiences	1		Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.

Integrative Master's Project: Year-long options

Section	Title	Credits	Instructor	Days/Times
IS500-1	IMP: Independent Study	0	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
PF500-1	IMP: Portfolio	0	Staff TBD	See mentor
The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. (Students who elect this option must apply by June 30th.)
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Integrative Master's Project-Semester-Based IMP Options

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
IMP2-1	IMP: Collaborative Student Faculty Inquiry	0		Kim McLeveighn-Helper, Mollie Welsh Kruger	W 7:00-9:00 PM	9/17, 10/15, 11/12, 12/10
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Three Chords & Shekeres for Your Classroom Music enhances math minds and builds language skills for reading too. Come learn some basic instrument skills on guitar, ukulele, or shekere that could invite your students more deeply into learning. This IMP option has choices of instrument as well individual direction for the academic exploration of music for the age of your students. You can create your own project focused on music in the classroom. The final project is an academic paper with curricular intentions embedded - plus you will be ready to play for your students. Students must either own, borrow, or buy a guitar, ukulele, or shekere to participate in this IMP. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run on ground.
IMP2-2	IMP: Collaborative Student Faculty Inquiry	0		Mollie Welsh Kruger	W 7:00-9:00 PM	9/24, 10/22, 11/19. 12/17
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Picture Books for The Ages This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run on ground.
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	9/15, 10/20, 11/17, 12/15
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Margaret Blachly	W 7:00-9:00 PM	9/10, 10/8, 11/12, 12/10
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Implementing Emotionally Responsive Practice in Your Setting Caring for children's emotional wellbeing while also balancing curriculum and other demands is one of the biggest challenges that educators face. Emotionally Responsive Practice (ERP) was developed by Lesley Koplow, LCSW as a way for educators to deeply integrate care and relationship into their daily practice in order to support children's mental health and wellbeing. Weaving a deep understanding of social and emotional developmental milestones with a respect for every child's multiple lived experiences, ERP offers educators a lifeline for understanding children's behavior and creating settings where children thrive and even heal. This IMP offers a unique opportunity to develop your understanding of the concepts and techniques of ERP while applying them to your own reality. The IMP is practice-based, meaning that you will receive mentorship to bring these concepts and techniques into your professional setting. Students report that the tools learned in the ERP IMP continue to be essential even after many years of teaching practice. Please reach out to Margaret if you would like to know more! Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Meghan Jacobson	TH 7:00-9:00 PM	9/11, 10/9, 11/6, 12/4
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Grief & Death in Children's Lives This interactive inquiry will explore topics related to end-of-life, grief and death in the lives of children, and is open to both child life and education students. In partnership with one another and their faculty mentor, students will explore the ways in which children understand death, how they grieve and ways that they can be supported. The inquiry will culminate in the creation of an activity or intervention designed to support children in school, home or hospital settings with their own death or the death of a significant person in their lives. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-4R	IMP: Collaborative Student Faculty Inquiry	0	Online	Carmen Colón, Troy Pinkney	T 7:00-9:00 PM	9/16, 10/14, 11/4, 12/9
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Centering the Strength of Minoritized Children in Schools Students will embark on a meaningful, collaborative journey to explore how minoritized children experience marginalization in the classroom and how this impacts their learning. This portfolio will serve as a reflection of your commitment to addressing issues of race and ethnicity within your educational environment. It will highlight how you actively work to challenge barriers and disrupt preconceived notions about marginalized children. Your portfolio should include artifacts from your school community that showcase your knowledge, skills, and dispositions. These artifacts will demonstrate your engagement in culturally responsive practices and your application of the developmental-interaction approach. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP3-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Child Life

Courses within this program are for Child Life students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500CR-1CR	Child Development	3	Online	Troy Pinkney	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC821CR-1CR	Child Life in the Healthcare Setting: A Family-Centered Care Approach	3	Online	Genevieve Lowry	W 7:00-9:00 PM
This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Pre- or co-requisite for EDUC821: EDUC 500.
EDUC822CR-1CR	Children with Special Healthcare Needs: In the Hospital, at Home, and in School	3	Online	Troy Pinkney	T 7:00-9:00 PM
This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisite(s) for EDUC822: EDUC 500 and EDUC 821 or permission of instructor
EDUC826CR-1CR	Medical Aspects of Illness: A Child Life Perspective	3	Online	Ria Hawks, Genevieve Lowry	M 7:00-9:00 PM
This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Pre- or co-requisite for EDUC826: EDUC 500.
EDUC830CR-1CR	Research for Child Life Specialists	3	Online	Sarah Daniels	TH 7:00-9:00 PM
This course is designed to support child life practitioners in being effective generators and consumers of research. In a changing health-care environment, research provides a foundation for child life services, validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisite for EDUC 830: EDUC 500
EDUC950CR-1CR	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Meghan Jacobson	TH 7:00-9:00 PM	9/11, 10/9, 11/6, 12/4
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Grief & Death in Children's Lives This interactive inquiry will explore topics related to end-of-life, grief and death in the lives of children, and is open to both child life and education students. In partnership with one another and their faculty mentor, students will explore the ways in which children understand death, how they grieve and ways that they can be supported. The inquiry will culminate in the creation of an activity or intervention designed to support children in school, home or hospital settings with their own death or the death of a significant person in their lives. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.

Childhood General and Special Education Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC500ESR-1ESR	Child Development	3	Online	Genevieve Lowry	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC505ESR-1ESR	Language Acquisition and Learning in a Linguistically Diverse Society	2	Online	Carmen Colón	M 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR	Foundations of Modern Education	3	Online	Pamela Jones	T 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments. For students in online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535ESR-1ESR	Science for Teachers (Grades N – 6)	2	Online	Staff TBD	T 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC605SR-1SR	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	Online	Pamela Jones	T 7:00-9:00 PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior. For Childhood Special and General Education Online students only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC805SR-1SR	Teaching Students with Emotional and Behavioral Disabilities	2	Online	Staff TBD	M 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC862SR-1SR	Assessment, Diagnosis and Evaluation of Children with Disabilities	3	Online	Elizabeth Silva	TH 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP3ESR-1ESR	IMP: Mentored Directed Essay	0	Online	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
IS500ESR-1ESR	IMP: Independent Study	0	Online	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
PF500ESR-1ESR	IMP: Portfolio	0	Online	Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Early Childhood General and Special Education Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC500ESR-1ESR	Child Development	3	Online	Genevieve Lowry	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC505ESR-1ESR	Language Acquisition and Learning in a Linguistically Diverse Society	2	Online	Carmen Colón	M 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC514ER-1ER	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Online	Soyoung Park	T 7:00-9:00 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and inclusive practice as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners. For students in Online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR	Foundations of Modern Education	3	Online	Pamela Jones	T 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments. For students in online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535ESR-1ESR	Science for Teachers (Grades N – 6)	2	Online	Staff TBD	T 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893ER-1ER	Approaches to Early Childhood Assessment	2	Online	Staff TBD	M 7:00-9:00 PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894. This course is for students in fully online early childhood programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894ER-1ER	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Online	Carmen Colón	TH 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894ER-2ER	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Online	Staff TBD	TH 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP3ESR-1ESR	IMP: Mentored Directed Essay	0	Online	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
IS500ESR-1ESR	IMP: Independent Study	0	Online	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
PF500ESR-1ESR	IMP: Portfolio	0	Online	Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Childhood Special Education Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC500ESR-1ESR	Child Development	3	Online	Genevieve Lowry	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC505ESR-1ESR	Language Acquisition and Learning in a Linguistically Diverse Society	2	Online	Carmen Colón	M 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR	Foundations of Modern Education	3	Online	Pamela Jones	T 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments. For students in online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535ESR-1ESR	Science for Teachers (Grades N – 6)	2	Online	Staff TBD	T 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC605SR-1SR	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	Online	Pamela Jones	T 7:00-9:00 PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior. For Childhood Special and General Education Online students only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC805SR-1SR	Teaching Students with Emotional and Behavioral Disabilities	2	Online	Staff TBD	M 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC862SR-1SR	Assessment, Diagnosis and Evaluation of Children with Disabilities	3	Online	Elizabeth Silva	TH 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP3ESR-1ESR	IMP: Mentored Directed Essay	0	Online	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
IS500ESR-1ESR	IMP: Independent Study	0	Online	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
PF500ESR-1ESR	IMP: Portfolio	0	Online	Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Early Childhood Special Education Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC500ESR-1ESR	Child Development	3	Online	Genevieve Lowry	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC505ESR-1ESR	Language Acquisition and Learning in a Linguistically Diverse Society	2	Online	Carmen Colón	M 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC514ER-1ER	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Online	Soyoung Park	T 7:00-9:00 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and inclusive practice as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners. For students in Online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR	Foundations of Modern Education	3	Online	Pamela Jones	T 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments. For students in online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535ESR-1ESR	Science for Teachers (Grades N – 6)	2	Online	Staff TBD	T 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893ER-1ER	Approaches to Early Childhood Assessment	2	Online	Staff TBD	M 7:00-9:00 PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894. This course is for students in fully online early childhood programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894ER-1ER	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Online	Carmen Colón	TH 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894ER-2ER	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Online	Staff TBD	TH 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	See advisor
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP3ESR-1ESR	IMP: Mentored Directed Essay	0	Online	Staff TBD	See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
IS500ESR-1ESR	IMP: Independent Study	0	Online	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.
PF500ESR-1ESR	IMP: Portfolio	0	Online	Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.

Early Childhood General Education Advanced Standing

These courses are for students in the Early Childhood General Education Advanced Standing program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC523A-1A	Developmental Interaction Approach to Math	1		Staff TBD	M 4:45-6:45 PM	9/8, 9/15, 9/29, 10/6, 10/20, 10/27
This section is for students enrolled in the ECAS program only. 2 hours of asynchronous, out-of-class instructional time is required.
EDUC524A-1A	Developmental Interaction Approach to Music and Movement	1		Maria Richa	M 4:45-6:45 PM	11/3, 11/10, 11/17, 11/24, 12/1, 12/8
This section is for students enrolled in the ECAS program only. 2 hours of asynchronous, out-of-class instructional time is required.
EDUC837AR-1AR	Integrative Master’s Project	1	Online	Staff TBD	W 7:00-9:00 PM	9/10, 10/8, 11/5, 12/10
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements. For students in ECASP only.
This section is for students enrolled in the ECAS program only. In addition to the four meetings, students are expected to attend one-on-one meetings and complete asynchronous work.
EDUC930A-1A	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
This section is for students enrolled in the ECAS program only. The sessions on 9/10, 10/8, 11/4, 12/10 will meet online.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Instructor	Days/Times
TESL561L-1L	Linguistics in Education	3	Staff TBD	M 7:00-9:00 PM
This course will meet synchronously each session. This course will meet with EDUC 561 on certain dates.
TESL660L-1L	TESOL Research & Methodologies (Grades PreK-6)	3	Cristian Solorza	Day & Time TBD

NYC Teaching Fellows (Cohort 38)

Section	Title	Credits	Instructor	Days/Times
EDUC538F-1F		2	Staff TBD	W 7:00-9:00 PM
This course is for students in C38 only.
EDUC9343F-1F	Supervised Fieldwork/Advisement Part 3	3	Staff TBD	W 5:00-7:00 PM
This section is for students in C38 only.

NYC Teaching Fellows (Cohort 39)

Section	Title	Credits	Instructor	Days/Times
EDUC836F-1F	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	Staff TBD	W 7:00-9:00 PM
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
This course is for students in C39 only.
EDUC9341F-1F	Supervised Fieldwork/Advisement Part 1	3	Staff TBD	W 5:00-7:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is the second semester of a four-part supervised fieldwork. EDUC9322F is part three. For Teaching Fellows students only.
This section is for students in C39 only.

Progressive Leadership Online Program - Cohorts 52, 53, & 54

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503PR-1PR	Adult Development: Implications for Educational Leadership	3	Online	Jessica Blum-DeStefano	TH 7:15-9:15 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
This courses is for students in Cohort 54.
LEAD537PR-1PR	Organizational Development: Implications for Educational Leadership	3	Online	Abbe Futterman	T 5:00-7:00 PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies. For students in the Online Progressive Leadership program only.
This courses is for students in Cohort 54.
LEAD603PR-1PR	School Change: The Transformational Leader	3	Online	Wendy Pollock	T 7:00-9:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
This courses is for students in Cohort 52 & 53.
LEAD615PR-1PR	Processes of Supervision and Professional Development	3	Online	Abbe Futterman	TH 5:00-7:00 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
This courses is for students in Cohort 52 & 53.
LEAD660PR-1PR	Research for Educational Change	3		Jessica Blum-DeStefano	TH 5:00-7:00 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD9181PR-1PR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182PR.
This courses is for students in Cohort 54.
LEAD9182PR-1PR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183PR.
This courses is for students in Cohort 53.
LEAD9183PR-1PR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part three of three semesters of supervised fieldwork.
This courses is for students in Cohort 52.

Leadership in Mathematics Education Online

These courses are for students in the online Mathematics Leadership program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510MR-1MR	Leading Critical Issues in Curriculum and Instruction	3	Online	Najla Purdy	TH 7:00-9:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2025 students.
LEAD535MR-1MR	Foundations of Educational Leadership: Organizational Development	1	Online	Staff TBD	T 7:00-9:00 PM
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2025 students.
LEAD667MR-1MR	Research for Mathematics Leaders I	1	Online	Helen Spruill	T 7:00-9:00 PM
In this first course in the series of Research for Mathematics Leaders, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. This course is designed to increase graduate students’ understanding of qualitative research and will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. For Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2026 students.
LEAD669MR-1MR	Research for Mathematics Leaders III	1	Online	Robin Hummel	M 7:00-9:00 PM
In this third course in the series of Research for Mathematics Leaders, students will finish gathering and analyzing data and prepare their findings to share with the Math Leadership community and Bank Street faculty writ large. Prerequisite: LEAD 668. For Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2025 students.
LEAD9451MR-1MR	Mathematics Leadership Supervised Fieldwork and Advisement	2	Online	Staff TBD	T 7:00-9:00 PM
This course is for Math Leadership Class of 2026 students.
LEAD9453MR-1MR	Mathematics Leadership Supervised Fieldwork and Advisement	2	Online	Staff TBD	T 7:00-9:00 PM
This course is for Math Leadership Class of 2026 students.
MATH525MR-1MR	Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners	3	Online	Amy Withers	M 7:00-9:00 PM
This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2026 students.

Early Childhood Leadership Online

These courses are for students in the online Early Childhood Leadership program only, unless otherwise noted.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD537ER-1ER	Organizational Development: Implications for Educational Leadership	3	Online	Mark Nagasawa	Day & Time TBD
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies. For students in the Early Childhood Leadership Advanced Certificate Online Program only.
This course is for students in Cohort 3.
LEAD603ER-1ER	School Change: The Transformational Leader	3	Online	Wendy Pollock	T 7:00-9:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For students in the Early Childhood Leadership program only.
This course is for students in Cohort 2.
LEAD624ER-1ER	Fiscal Management, Grant Development and Marketing for Leaders	3	Online	Danielle Kolker	TH 6:30-8:30 PM
This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities. For Online Early Childhood Leadership students only.
This course is for students in Cohort 3.
LEAD660ER-1ER	Research for Educational Change	3	Online	Cristina Medellin	W 6:30-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis. For students in the Early Childhood Leadership program only.
This course is for students in Cohort 2.
LEAD9201ER-1ER	Early Childhood Leadership Supervised Fieldwork/Advisement	3	Online	Wendy Pollock	W 6:30-8:30 PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior. This is part one of two semesters of fieldwork. The second part is LEAD9202ER. For students in the Early Childhood Leadership program only.
This course is for students in Cohort 3.

Future School Leaders Academy

Section	Title	Credits	Instructor	Days/Times
LEAD532F-1F	Foundations of Educational Leadership: Ethics and Philosophy	1	Raymond Sanchez	Day & Time TBD
LEAD534F-1F	Foundations of Educational Leadership: Adult Development	1	Jessica Blum-DeStefano	TH 5:30-7:00 PM
LEAD861F-1F	Leading a School District I	1	Andrew Patrick	TH 4:00-5:30 PM
LEAD9061F-1F	Future School Leaders Academy Supervised Fieldwork/Advisement Part 1	1.5	Staff TBD	See advisor

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD504C-1C	Human Development	3	Jessica Blum-DeStefano, Kristin Scarola	Sun 6:30-8:30PM	9/28, 10/5, 10/12, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, 12/7, 12/14
A great deal of educational and public work in museums, libraries and cultural organizations revolves around the creation and implementation of programs for specific audiences. To support this work, this course is divided into several sections that, together, cover essential ideas about development in humans from childhood to adulthood, along with associated teaching and learning strategies. Observations of children, teen and adult programs and the growing field of access and wellness programs will be included. As we examine research on the cognitive, social, emotional, linguistic and physical development of children, we will pay attention to how these trajectories manifest across cultures and through interaction with biology and the environment. Understanding these developmental theories, and other patterns that evolve across the lifespan, will deepen how educators plan for and scaffold childrens’ and adults’ learning in museums and cultural settings.
LEAD505C-1C	Teaching and Learning with Objects	1	Brian Hogarth	TTH 6:30-8:30 PM	11/20, 11/23, 12/4, 12/6, 12/11, 12/18
Objects, specimens, collections, archives, plants, animals, buildings and unique spaces are at the heart of museums, libraries and cultural organizations. Educators working in these types of organizations should be familiar with the many ways objects, collections and spaces impact users: provoking memories and imagination, offering multi-sensory experiences, encouraging inquiry and dialogue, understanding cultural values, and providing tangible evidence of life, history and culture, past and present. In this course, participants will practice unpacking the many layers and dimensions of objects, including decolonizing objects and ensuring that diverse perspectives are included when devising teaching and interpretive strategies. Some of the themes touched on here will continue in the Digital Learning, Programming and Designing Educational Spaces courses. For students in the LEMCO program only.
The first meeting of this course will be held on Saturday, 11/20.
LEAD506C-1C	Individualized Course: Educational & Social Role of Museums and Cultural Organizations	2	Elisabeth Nevins	T 6:30-8:30 PM	9/21, 9/30, 10/7, 10/14, 10/28, 11/4, 11/11, 11/18, 12/2
This course introduces the broader historical developments of learning and engagement work in a variety of museums, libraries and other nonprofit cultural organizations, along with the current emphasis on community engagement, access and diversity, building community partnerships and collaborations. Educators working in these spaces serve a variety of publics, onsite and off, from schools and teachers, to adolescents and families, to young as well as older adults. This course serves as a critical introduction to the roles that educators play in supporting these publics, as well as supporting organizational missions and public understanding around artistic and cultural diversity, heritage and the natural world etc. through various programmatic means. This course includes several site visits to different institutions in the New York City area. This is an individualized section of a course reserved for LEMCO students only.
The first meeting of this course will be held on Sunday, 9/21.
LEAD507C-1C	Learning Theories	1	Brian Hogarth	TTH 6:30-8:30 PM	9/4, 9/9, 911, 9/16, 9/18, 9/25
Most museums and cultural organizations have had education at the core of their missions since inception, but informal education is a relatively new discipline, still evolving and defining its place. Underlying these new directions are assumptions that explain what happens when learners engage with new phenomena, places and experiences, individually and with others. This course will explore fundamental theories around education and learning, social and cultural dimensions of learning and recent critical theories involving race, gender and ideas about shared or connected learning. By the end of the course, participants will be able to interpret and apply dimensions of various learning theories when articulating outcomes and assumptions that support both existing and new programs and their users. For students in the LEMCO program only.
LEAD9601C-1C	Museum Advisement	2	Brian Hogarth	See advisor
Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of fieldwork. The second part is LEAD9602C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
LEAD9611C-1C	Museum Supervised Fieldwork/Advisement	4	Elisabeth Nevins, Staff TBD	See advisor
Fieldwork in an appropriate setting with supervision and advisement. This is part one of two semesters of fieldwork. The second part is LEAD9612C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.

LEAP Program

Section	Title	Credits	Instructor	Days/Times
LEAD510L-1L	Leading Critical Issues in Curriculum and Instruction	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 4:30-6:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
LEAD530L-1L	Education Policy, Advocacy, and Law	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 6:00-7:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD660L-1L	Research for Educational Change	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 7:30-9:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD9181L-1L	Leadership Supervised Fieldwork/Advisement	3	Michelle Herbowy, Jameela Horton, Marion Wilson	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

New Leaders - Cohort 3

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503WR-1WR	Adult Development: Implications for Educational Leadership	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
LEAD503WR-2WR	Adult Development: Implications for Educational Leadership	3	Online	Malissa Mootoo	TH 6:00-8:30 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
LEAD503WR-3WR	Adult Development: Implications for Educational Leadership	3	Online	Staff TBD	TH 6:00-8:30 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
LEAD660WR-1WR	Research for Educational Change	3	Online	Andy Szeto	TH 6:00-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD660WR-2WR	Research for Educational Change	3	Online	Ivy Ryan	TH 6:00-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD660WR-3WR	Research for Educational Change	3	Online	Staff TBD	TH 6:00-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.

New Leaders - Cohort 4

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510WR-1WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Malissa Mootoo	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-2WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Rick Romain	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-3WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Monica Gaines	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-4WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Kimberly Washington	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD615WR-1WR	Processes of Supervision and Professional Development	3	Online	Lyntonia Gold, Nicole Limperopulos	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-2WR	Processes of Supervision and Professional Development	3	Online	Jack Perry	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-3WR	Processes of Supervision and Professional Development	3	Online	Rachael DeRogatis, Nicole Limperopulos	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-4WR	Processes of Supervision and Professional Development	3	Online	Nicole Limperopulos, Cara Tait	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD9182WR-1WR	Leadership Supervised Fieldwork/Advisement	3	Online	Monica Gaines	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-2WR	Leadership Supervised Fieldwork/Advisement	3	Online	Bianca Harris	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-3WR	Leadership Supervised Fieldwork/Advisement	3	Online	Anita Walls	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-4WR	Leadership Supervised Fieldwork/Advisement	3	Online	Tammy Holloway	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-5WR	Leadership Supervised Fieldwork/Advisement	3	Online	Marcus Brannon	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-6WR	Leadership Supervised Fieldwork/Advisement	3	Online	Monica Nurrenbern	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)

New Leaders - Cohort 5

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510WR-5WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Daniella Phillips	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-6WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Staff TBD	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-7WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Staff TBD	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-8WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Staff TBD	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-9WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Staff TBD	TH 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD615WR-5WR	Processes of Supervision and Professional Development	3	Online	Daniella Phillips	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-6WR	Processes of Supervision and Professional Development	3	Online	Staff TBD	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-7WR	Processes of Supervision and Professional Development	3	Online	Staff TBD	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-8WR	Processes of Supervision and Professional Development	3	Online	Staff TBD	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-9WR	Processes of Supervision and Professional Development	3	Online	Staff TBD	TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD9181WR-1WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-2WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-3WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-4WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-5WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-6WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.

New Leaders - Cohort 6

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD531WR-1WR	History of Urban Education	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-2WR	History of Urban Education	3	Online	Keturah Proctor	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-3WR	History of Urban Education	3	Online	Eric Langston	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-4WR	History of Urban Education	3	Online	Darnese Daniels	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-5WR	History of Urban Education	3	Online	Rod Bowen	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-6WR	History of Urban Education	3	Online	Staff TBD	TH 6:00-8:00 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-7WR	History of Urban Education	3	Online	Staff TBD	TH 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD538WR-1WR	School Culture and Community Relations	3	Online	Mary Mitchell	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-2WR	School Culture and Community Relations	3	Online	Brian Bereman	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-3WR	School Culture and Community Relations	3	Online	Nicole Limperopulos, Tackiea Simpson	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-4WR	School Culture and Community Relations	3	Online	Gloria Rosario Wallace	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-5WR	School Culture and Community Relations	3	Online	Staff TBD	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-6WR	School Culture and Community Relations	3	Online	Staff TBD	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-7WR	School Culture and Community Relations	3	Online	Staff TBD	TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD9181WR-10WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-11WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-12WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-13WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-7WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-8WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-9WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.

Aspiring District Leaders Scholars

These courses are for students in the ASDLS program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD861AR-1AR	Leading a School District I	1	Online	Michelle Herbowy	W 4:00-6:00 PM
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. This course is for students in the Aspiring Superintendent Academy Program only.
LEAD862AR-1AR	Leading a School District II	1	Online	Michelle Herbowy	W 6:00-8:00 PM
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. This course is for students in the Aspiring Superintendent Academy Program only.
LEAD9081AR-1AR	School District Leadership Supervised Fieldwork/Advisement (1st Term)	3	Online	Michelle Herbowy	T 6:00-8:00 PM
Fieldwork in an appropriate setting with supervision and advisement. This course is for students in the Aspiring District Leaders Scholars program only. This is part one of two semesters of supervised fieldwork. The second part is LEAD9082AR.

Matriculation Maintenance

For students graduating in Fall 2025 who will not be registering for any other Fall courses.

Section	Title	Credits	Rooms	Instructor	Days/Times
MMNT500-1	Matriculation Maintenance	0		Staff TBD	Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
MMNT500R-1R	Matriculation Maintenance	0	Online	Staff TBD	Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.